This session will provide useful tips for providing AT training. It is based on research about adult learners and effective training strategies. It will highlight key tips for reaching many different types of learners and engaging all types of learners in your sessions. The content of this session is based on a new manual from the National Assistive Technology in Education (NATE) Network. Come to this session and find out quick and easy techniques that you never knew before that can help increase implementation of the skills and strategies that you are teaching. The new manual will be available on the NATE Web site for free.
Goals for the session
¥ Learn new ideas to enhance your training
¥ Identify own learning style and how that impacts training
¥ Reflect on your past training sessions
¥ Plan for the use of at least one new idea
1. Arouse Interest
Learning is not a spectator sport!
It is the joy of learning that often determines the quality and quantity of learning that occurs.
How will you arouse the interest of your participants?
Connect!
¥ Present the whole first
¥ Relate training on technology tools
- how implemented
- with whom
¥ Minimize discussion of 'bells and whistles' of the tools
¥ Emphasize how the tool meets students' needs
2. Target Perceived Need
¥ Answer: "What's in it for me?"
¥ Focus on participants' needs
3. Address Learning Styles
¥ Key to engagement
¥ Easy to address
¥ Critical to successful training
Kolb's Learning Styles
Concrete experience
¥ This person likes:
- to know "why"
- being involved in a new experience
- labs, field work, observation, trigger films, projects
Reflective observer
This person likes:
- watching others
- developing observations about personal experience
- logs, journals, brainstorming
Abstract conceptualizer
¥ This person likes:
- creating theories
- lectures, papers, analogies
- making charts and graphs
Active experimenter
¥ This person likes:
- "playing" with technology
- time to explore
- simulations, case studies & homework
Tech Training
Preference Probe
¥ Quick assessment of learning style
¥ Use to clearly target training
¥ Help participants understand diversity of learning styles
4. Utilize Principles of
Adult Learning
¥ Learning is enhanced when:
- It is immediately applicable to real life
- Learners have control or influence over the experience
¥ Learning is enhanced when:
- Learners achieve self direction
- Connections are created
- Learners are successful
5. Monitor your "performance"
Effective trainers are:
¥ Enthusiastic
¥ Well prepared
¥ Knowledgeable
They never start with an apology.
Effective trainers provide:
¥ Hands on experience
¥ Interaction among participants
¥ A variety of instructional strategies
¥ A sense that participants are getting the best
Effective trainers
are positive
Simply smiling and nodding head makes a difference in attitude and opinion
-Wells & Petty, (1980)
6. Use Effective Visuals
¥ San Serif easier to read and less formal
¥ 6 X 6 rule: 6 lines 6 words
¥ Key words only-to support spoken word
¥ Light colored background
¥ 3-5 seconds-participants read
Visuals are important!
¥ "A picture is worth a thousands words."
¥ "humans process visuals 66,000 times faster than text"
7. Maintain Attention
¥ Olfactory input-
- Increase attention and learning
¥ lemon, peppermint, cinnamon, rosemary
- Stress reducing
¥ Lavender
¥ Movement-
- fidgets,
- hands on activities
È Sweeney, (2002); Wolfe, (2002)
Movement and Learning
¥ 20% of learners do best when moving
- writing
- typing
- mouse movement
- calculator
- fidgeting
Sweeney, (2002)
8. Provide Reflection Opportunities
¥ Discussing and reflecting is critical
¥ Shared reflection amplifies and creates new information
¥ Builds on significance with each new perception or interpretation
È Wheatley, (1997)
Paired Reflection
¥ Get into pairs
¥ Decide who will be A and who will be B
¥ A talks for 1 minute-while B listens
¥ B talks for 1 minute -while A listens
¥ Repeat for 30 seconds each
9. Achieve Really Knowing
¥ Practice
¥ Simulate use
¥ Teach others
¥ Apply in the real world
¥ Needs evaluation and feedback
Average Retention Rates
¥ Lecture 5%
¥ Reading 10%
¥ Audio visual 20%
¥ Demonstration 30%
¥ Discussion group 50%
¥ Practice by doing 75%
¥ Teaching others &
Immediate use of learning 90%
Using an illustration or story facilitates remembering 7 times longer than just the facts
Recognize Impact of Context
¥ Effective Implementation requires:
- Balance of support and pressure
- Resources
10. Evaluate Effectively
¥ Ask the right questions:
- Participants' Reactions
- Participants' Learning
- Organization Support and Change
- Participants' Use of New Knowledge and Skills
- Results: Student Learning Outcomes
-Guskey (2000)
What one thing will you do differently based on this session?
10 Tips to Keep Your AT Training on Track
Gayl Bowser
gaylbowser@aol.com
Marsye Kaplan
mkaplan@bcps.org
Penny Reed
pennyreed@charter.net
Goals for the session
¥ Learn new ideas to enhance your training
¥ Identify own learning style and how that impacts training
¥ Reflect on your past training sessions
¥ Plan for the use of at least one new idea
1. Arouse Interest
Learning is not a spectator sport!
It is the joy of learning that often determines the quality and quantity of learning that occurs.
How will you arouse the interest of your participants?
Connect!
¥ Present the whole first
¥ Relate training on technology tools
- how implemented
- with whom
¥ Minimize discussion of 'bells and whistles' of the tools
¥ Emphasize how the tool meets students' needs
2. Target Perceived Need
¥ Answer: "What's in it for me?"
¥ Focus on participants' needs
3. Address Learning Styles
¥ Key to engagement
¥ Easy to address
¥ Critical to successful training
Kolb's Learning Styles
Concrete experience
¥ This person likes:
- to know "why"
- being involved in a new experience
- labs, field work, observation, trigger films, projects
Reflective observer
This person likes:
- watching others
- developing observations about personal experience
- logs, journals, brainstorming
Abstract conceptualizer
¥ This person likes:
- creating theories
- lectures, papers, analogies
- making charts and graphs
Active experimenter
¥ This person likes:
- "playing" with technology
- time to explore
- simulations, case studies & homework
Tech Training
Preference Probe
¥ Quick assessment of learning style
¥ Use to clearly target training
¥ Help participants understand diversity of learning styles
4. Utilize Principles of
Adult Learning
¥ Learning is enhanced when:
- It is immediately applicable to real life
- Learners have control or influence over the experience
¥ Learning is enhanced when:
- Learners achieve self direction
- Connections are created
- Learners are successful
5. Monitor your "performance"
Effective trainers are:
¥ Enthusiastic
¥ Well prepared
¥ Knowledgeable
They never start with an apology.
Effective trainers provide:
¥ Hands on experience
¥ Interaction among participants
¥ A variety of instructional strategies
¥ A sense that participants are getting the best
Effective trainers
are positive
Simply smiling and nodding head makes a difference in attitude and opinion
-Wells & Petty, (1980)
6. Use Effective Visuals
¥ San Serif easier to read and less formal
¥ 6 X 6 rule: 6 lines 6 words
¥ Key words only-to support spoken word
¥ Light colored background
¥ 3-5 seconds-participants read
Visuals are important!
¥ "A picture is worth a thousands words."
¥ "humans process visuals 66,000 times faster than text"
7. Maintain Attention
¥ Olfactory input-
- Increase attention and learning
¥ lemon, peppermint, cinnamon, rosemary
- Stress reducing
¥ Lavender
¥ Movement-
- fidgets,
- hands on activities
È Sweeney, (2002); Wolfe, (2002)
Movement and Learning
¥ 20% of learners do best when moving
- writing
- typing
- mouse movement
- calculator
- fidgeting
Sweeney, (2002)
8. Provide Reflection Opportunities
¥ Discussing and reflecting is critical
¥ Shared reflection amplifies and creates new information
¥ Builds on significance with each new perception or interpretation
È Wheatley, (1997)
Paired Reflection
¥ Get into pairs
¥ Decide who will be A and who will be B
¥ A talks for 1 minute-while B listens
¥ B talks for 1 minute -while A listens
¥ Repeat for 30 seconds each
9. Achieve Really Knowing
¥ Practice
¥ Simulate use
¥ Teach others
¥ Apply in the real world
¥ Needs evaluation and feedback
Average Retention Rates
¥ Lecture 5%
¥ Reading 10%
¥ Audio visual 20%
¥ Demonstration 30%
¥ Discussion group 50%
¥ Practice by doing 75%
¥ Teaching others &
Immediate use of learning 90%
Using an illustration or story facilitates remembering 7 times longer than just the facts
Recognize Impact of Context
¥ Effective Implementation requires:
- Balance of support and pressure
- Resources
10. Evaluate Effectively
¥ Ask the right questions:
- Participants' Reactions
- Participants' Learning
- Organization Support and Change
- Participants' Use of New Knowledge and Skills
- Results: Student Learning Outcomes
-Guskey (2000)
What one thing will you do differently based on this session?